Continued from cell above… SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Continued from cell above… Student Edition: Issues & Analysis 211 Science, Politics, & Policy 200-201 Field & Laboratory Exercises: Exercise 14 Evaluating Renewable Energy Sources 105-112
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Student Edition: 195, 394-395 Figure 17.1 395 Figure 17.5 & 17.6 398 Field & Laboratory Exercises: Exercise 19 Global Indicators of Climate Change 145-155
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.15.3 Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
Student Edition: 235-239 Bio-Prospecting and Medicine-The Value of Biodiversity 235 Figure 11.3 238 Table 11.1 236
SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
Student Edition: 81, 144-169, 260-261, 351 Figure 5.3 82 Figure 7.15 & 7.16 160 Issues & Analysis 170 Field & Laboratory Exercises: Exercise 7 Human Population Dynamics 45-52
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
Student Edition: 66, 71 Figure 4.7 68 Figure 4.12 72 Field & Laboratory Exercises: Exercise 11.2 Heating Water 83
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Plan investigations, (Design and evaluate a scientific investigation). Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others.
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
Student Edition: 62
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
Field & Laboratory Exercises: 62-64
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
Student Edition: 62-64
SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Student Edition: 3, 62
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Student Edition: 59-62
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena thus, a scientific theory represents the most powerful explanation scientists have to offer.
Student Edition: 62
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
Student Edition: Critical Thinking Questions 57 #5, #6; 213 #2, #4; 233 #1; 369 #4, #5 Energy Return on Investment 215 Going Green 210, 406 Issues & Analysis 56, 139, 211, 232, 312 What’s Your Take? 430 Field & Laboratory Exercises: Exercise 14 Evaluating Renewable Energy Sources 105-112
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
The idea of the Law of Conservation of Energy with open, closed, and isolated systems can be introduced with the following page references: Student Edition: 67, 71-73, 94, 95 Figure 5.26 96 Figure 17.1 395 Review Questions 108 #18
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
LAFS.1112.RST.1.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Student Edition: All Review Questions and Critical Thinking Questions at the end of each chapter will meet this standard.
LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics.
Student Edition: All Review Questions and Critical Thinking Questions at the end of each chapter will meet this standard.
LAFS.1112.RST.2.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Student Edition: Critical Thinking Questions 446 #3, 470 #1 Field & Laboratory Exercises: Pollution Issues Alternative Learning Activities 172 #4
LAFS.1112.RST.3.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity band independently and proficiently.
LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Student Edition: What’s Your Take?, Critical Thinking Questions, Issues and Analysis, Going Green, & Science, Politics, & Policy features can all be used to meet this standard. Field & Laboratory Exercises: Alternative Learning Activities 171-174
LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Alternative Learning Activities 171-174 Exercise 9 Soil Characteristics & Plant Growth 65 Exercise 12 Insulating Properties of Building Materials 92-95 Exercise 13 The Effects of Radiation on the Germination & Growth of Squash Seeds 99-103 Exercise 18 Air Pollution 140-142
LAFS.1112.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Student Edition: Critical Thinking Questions 172 #6, 446 #3 Going Green 65 Field & Laboratory Exercises: Pollution Issues Alternative Learning Activities 172 #4
LAFS.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Students can use digital media to present information for the following references: Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Alternative Learning Activities 171-174 Exercise 9 Soil Characteristics & Plant Growth 65 Exercise 12 Insulating Properties of Building Materials 92-95 Exercise 13 The Effects of Radiation on the Germination & Growth of Squash Seeds 99-103 Exercise 18 Air Pollution 140-142
LAFS.1112.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
Student Edition: Critical Thinking Questions 187 #1 What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.1112.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.1112.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Students can use technology to produce and publish these arguments. Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457
LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.1112.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.1112.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.RST.1.2 Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Student Edition: All Review Questions and Critical Thinking Questions at the end of each chapter will meet this standard.
LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics.
Student Edition: All Review Questions and Critical Thinking Questions at the end of each chapter will meet this standard.
LAFS.910.RST.2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Student Edition: Critical Thinking Questions 446 #3, 470 #1 Field & Laboratory Exercises: Pollution Issues Alternative Learning Activities 172 #4
LAFS.910.RST.3.8 Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a scientific or technical problem.
This standard can be met with classroom discussion using the following references. Student Edition: Critical Thinking Questions 446 #3, 470 #1 Field & Laboratory Exercises: Pollution Issues Alternative Learning Activities 172 #4
LAFS.910.RST.3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently.
LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Student Edition: What’s Your Take?, Critical Thinking Questions, Issues and Analysis, Going Green, & Science, Politics, & Policy features can all be used to meet this standard. Field & Laboratory Exercises: Alternative Learning Activities 171-174
LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Alternative Learning Activities 171-174 Exercise 9 Soil Characteristics & Plant Growth 65 Exercise 12 Insulating Properties of Building Materials 92-95 Exercise 13 The Effects of Radiation on the Germination & Growth of Squash Seeds 99-103 Exercise 18 Air Pollution 140-142
LAFS.910.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Student Edition: Critical Thinking Questions 172 #6, 446 #3 Going Green 65 Field & Laboratory Exercises: Pollution Issues Alternative Learning Activities 172 #4
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Students can use digital media to present information for the following references: Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Alternative Learning Activities 171-174 Exercise 9 Soil Characteristics & Plant Growth 65 Exercise 12 Insulating Properties of Building Materials 92-95 Exercise 13 The Effects of Radiation on the Germination & Growth of Squash Seeds 99-103 Exercise 18 Air Pollution 140-142
LAFS.910.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Student Edition: Critical Thinking Questions 187 #1 What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.910.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.910.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Students can use technology to produce and publish these arguments. Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457
LAFS.910.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.910.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Student Edition: What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 421, 430, 457 Field & Laboratory Exercises: Population Topics Alternative Learning Activities 172 #2
LAFS.910.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Student Edition: Critical Thinking Questions 16, 38, 57, 76, 108, 172, 187, 213, 233, 265, 289, 314, 336, 369, 392, 408, 424, 446, 470 What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Review Questions 15, 38, 57, 76, 108, 172, 187, 213, 233, 265, 289, 314, 336, 369, 391, 408, 424, 446, 470 Field & Laboratory Exercises: All Exercises in the Field & Laboratory Exercises in Environmental Science Eighth Edition 2013 will meet this standard.
SS.912.G.1.1 Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.
Field & Laboratory Exercises: Exercise 8 Plate Tectonics 55-57 Policy Issues Alternative Learning Activities 174 #5, #8 Policy Issues Field Trip Suggestions 174 #4
SS.912.G.1.4 Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Information Systems (GIS), and a broad variety of maps.
Student Edition: A Guide to Reading a Map insert at back of text Chapter 6 & 12 Connect Plus 141, 289 Figure 6.7 116 Figure 6.22 134 Figure 11.7 244 Figure 12.1 269 Figure 13.2 295 Focus On 324 Issues & Analysis 170 Science, Politics, & Policy 138 Field & Laboratory Exercises: Exercise 8 Plate Tectonics 54-57 Exercise 21 Land-Use Planning on Campus 161 #2 Policy Issues Alternative Learning Activities 174 #8 Policy Issues Field Trip Suggestions 171 #4
SS.912.G.3.1 Use geographic terms to locate and describe major ecosystems of Earth.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.3.5 Use geographic terms and tools to explain how hydrology influences the physical character of a place.
This information can be introduced using classroom discussion and the following page references. Student Edition: Figure 6.22 134 Figure 12.8 276 Figure 15.2 341 Figure 15.14 360 Focus On 354, 402 Issues & Analysis 366-367 Science, Politics, & Policy 350 What’s Your Take? 401
SS.912.G.5.1 Analyze case studies of how the Earth's physical systems affect humans.
In the text at the end of a relevant chapter, the text lists Case Studies as part of the Connect Plus feature from MHE. Student Edition: Chapter 15 Connect Plus 369 Students may participate in the following exercises and experiments. The teacher can introduce case studies to enhance the lab. Field & Laboratory Exercises: Exercise 8 Plate Tectonics 53-59
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
In the text at the end of a relevant chapter, the text lists Case Studies as part of the Connect Plus feature from MHE. Student Edition: Chapter 7 & 15 Connect Plus 172, 369
SS.912.G.5.3 Analyze case studies of the effects of human use of technology on the environment of places.
In the text at the end of a relevant chapter, the text lists Case Studies as part of the Connect Plus feature from MHE. Student Edition: Chapter 6, 8, 9, 10 Connect Plus 141, 187, 213, 233 Students may participate in the following exercises and experiments. The teacher can introduce case studies to enhance the lab. Field & Laboratory Exercises: Exercise 11 Personal Energy Consumption 79-91 Exercise 13 The Effects of Radiation on the Germination and Growth of Squash Seeds 97-104 Exercise 14 Evaluating Renewable Energy Resources 105-112 Exercise 15 Toxicity Testing 113-121 Exercise 17 Dissolved Oxygen and Biochemical Oxygen Demand 132-137 Exercise 18 Air Pollution 138-142 Exercise 20 Evaluating Ecological Footprint Calculations 156-159 Exercise 21 Land-Use Planning on Campus 160-164 Exercise 22 Solid Waste Assessment 165-169
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
In the text at the end of a relevant chapter, the text lists Case Studies as part of the Connect Plus feature from MHE. Student Edition: Chapter 6 & 11 Connect Plus 141, 265 Students may participate in the following exercises and experiments. The teacher can introduce case studies to enhance the lab. Field & Laboratory Exercises: Exercise 1 Primary Productivity 10 Exercise 13 The Effects of Radiation on the Germination and Growth of Squash Seeds 97-104 Exercise 15 Toxicity Testing 113-121 Exercise 16 Effects of Salinization on Plants 122-131 Exercise 17 Dissolved Oxygen and Biochemical Oxygen Demand 132-137 Exercise 18 Air Pollution 138-142 Exercise 19 Global Indicators of Climate Change 145-155 Exercise 22 Solid Waste Assessment 165-169
MAFS.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
Field & Laboratory Exercises: Exercise 1 Primary Productivity 1-10 Exercise 2 Habitat and Niche 16-17 Exercise 5 Population Dynamics 30-37 Exercise 9 Soil Characteristics & Plant Growth 60-67 Exercise 13 The Effects of Radiation on the Germination & Growth of Squash Seeds 99-104 Exercise 15 Toxicity Testing 114-121 Exercise 16 Effects of Salinization on Plants 122-131 Exercise 18 Air Pollution 140-144 Exercise 19 Global Indicators of Climate Change 145-155 Pollution Issues Alternative Learning Activities 172 #4
MAFS.912.S-ID.1.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
MAFS.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Student Edition: 146-147 Figure 7.4 147 Figure 7.20 166 Field & Laboratory Exercises: Exercise 2 Habitat and Niche 16-17
MAFS.912.S-ID.1.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
Using the following graphs, the teacher can introduce looking at the shapes and data sets with classroom discussion. Student Edition: Figure 7.15 & 7.16 160 Figure 7.20 166
MAFS.912.S-ID.2.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
Field & Laboratory Exercises: Exercise 3 Community Structure 18-25
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
The following page references guide students to write and communicate with others using the English Language. Student Edition: Critical Thinking Questions 16, 38, 57, 76, 108, 172, 187, 213, 233, 265, 289, 314, 336, 369, 392, 408, 424, 446, 470 What’s Your Take? 11, 36, 53, 105, 131, 169, 184, 212, 219, 256, 277, 310, 329, 360, 384, 401, 421, 430, 457 Review Questions 15, 38, 57, 76, 108, 172, 187, 213, 233, 265, 289, 314, 336, 369, 391, 408, 424, 446, 470 Field & Laboratory Exercises: All Exercises in the Field & Laboratory Exercises in Environmental Science Eighth Edition 2013 will meet this standard.
